Curriculum / Math / 4th Grade / Unit 4: Fraction Equivalence and Ordering / Lesson 1
Math
Unit 4
4th Grade
Lesson 1 of 15
Jump To
Identify multiples and determine if a whole number is a multiple of another number.
The core standards covered in this lesson
4.OA.B.4 — Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1—100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1—100 is prime or composite.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
a. Mr. Rivera is setting up the auditorium for a presentation by arranging chairs into an array. The chairs are arranged into rows of 4 chairs each.
b. Why is 14 chairs not a possible total number of chairs arranged in rows of 4?
c. If Mr. Rivera kept setting up more rows of chairs, will he ever have 62 chairs set up? How do you know?
d. Will he ever have 96 chairs set up? How do you know?
a. Francine says, "I knew 96 was a multiple of 4 because when I divided 96 by 4 I got 24 with no remainder. Since there’s no remainder, I know it’s a multiple." Does Francine’s method of determining whether a number is a multiple of another one work? Explain.
b. Determine whether the following numbers are multiples of 6 using a method that makes sense to you. Explain or show how you know.
A. 0
B. 3
C. 36
D. 56
E. 78
F. 95
I am a two-digit even number. I am a multiple of 5. I am more than 78. What am I?
Kaitlyn was playing with her little brother Declan, building towers with his blocks. Declan’s colored blocks are each a different size. The chart below shows the color and size of each block.
Kaitlyn built a tower that used only red blocks. Which of the following could be the height of the tower? Select all that apply.
4.OA.4 - About the Math, Learning Targets, and Rigor is made available by the Howard County Public School System under a CC BY-NC-SA 4.0 license. © 2013-2014 Elementary Mathematics Office Howard County Public School System. Accessed Dec. 14, 2018, 2:55 p.m..
Problem Set
Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Select the list of numbers that are all multiples of 9.
What numbers have 24 as a multiple?
An example response to the Target Task at the level of detail expected of the students.
The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Extra Practice Problems
Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 2
Topic A: Factors and Multiples
4.OA.B.4
Explore patterns in multiples of various whole numbers.
Find factor pairs for numbers to 100 and recognize that a whole number is a multiple of each of its factors.
Determine whether a given number is prime or composite.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
Topic B: Equivalent Fractions
Recognize and generate equivalent fractions with smaller units using tape diagrams.
4.NF.A.1
Recognize and generate equivalent fractions with smaller units using number lines.
Recognize and generate equivalent fractions with smaller units using area models.
Recognize and generate equivalent fractions with smaller units using multiples.
Recognize and generate equivalent fractions with larger units using visual models.
Recognize and generate equivalent fractions with larger units using factors.
Topic C: Comparing and Ordering Fractions
Compare two fractions where one numerator or denominator is a factor of the other by replacing one fraction with an equivalent one.
4.NF.A.2
Compare two fractions by replacing both fractions with equivalent ones.
Compare two fractions using one whole as a benchmark.
Compare two fractions using one half as a benchmark.
Compare and order fractions using various strategies.
4.NF.A
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable math lesson plans for free